USING THE THEORY OF MULTIPLE INTELLIGENCES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
\
By
Glorya Rosario Putri Student Number: 071214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
USING THE THEORY OF MULTIPLE INTELLIGENCES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
\
By
Glorya Rosario Putri Student Number: 071214042
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vii
ABSTRACT
Putri, Glorya Rosario. (2013). Designing Instructional Materials for the First Graders of SMPLB B Karnnamanohara Yogyakarta Using the Theory of Multiple Intelligences. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Every child has the same right to get good education, including the children with hearing impairment. In teaching the students with hearing impairment, the activities and the materials should be compatible with their hearing and academic abilities. The theory of multiple intelligences is chosen as the basis theory because it helps the students to learn through various activities and their strengths. It helps the students to learn English more easily and fun. There are no certain books or modules used in the learning process and the lack of hearing ability the students have encouraged the researcher to design a set of instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligences.
This research was carried out to answer two research questions: (1) How is a set of English instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligences designed? and (2) What does the designed set of English instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligences look like?
In order to answer the first research question, the researcher employed Borg and Gall’s Research and Development (R&D) method and adapted Kemp’s instructional design model. There were five steps of R&D method conducted in this research. They were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. Those steps were combined with Kemp’s instructional design model
In order to answer the second research question, the researcher presented the final version of the designed materials. The designed materials consisted of four units. They were Go Shopping, Throw out Your Rubbish Here!, Congratulations, and My Timetable. Each unit was divided into six tasks, namely Vocabulary World, Fun Reading, Let’s Build Words, See and Repeat, Fun Practice, and I Did It!
Based on the evaluation done by distributing post-design questionnaire to three respondents, the results showed that the mean of each statement ranged from 3 to 3.7 on the scale of 4. It meant that the designed materials were appropriate and acceptable to be used and applied for the first graders of SMPLB B Karnnamanohara Yogyakarta. The researcher hopes that the designed materials can give contribution to the teacher, the students, and other researchers who are interested in doing further research.
viii
ABSTRAK
Putri, Glorya Rosario. (2013). Designing Instructional Materials for the First Graders of SMPLB B Karnnamanohara Yogyakarta Using the Theory of Multiple Intelligences. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Setiap anak memiliki hak yang sama untuk mendapatkan pendidikan yang baik, terutama anak tuna rungu. Dalam pengajaran anak tuna rungu, aktifitas dan materi yang diajarkan sebaiknya disesuaikan dengan kemampuan mendengar dan akademiknya. Teori kecerdasan majemuk dipilih sebagai dasar teori karena teori ini dapat membantu siswa untuk belajar melalui berbagai macam aktifitas dan kelebihan yang mereka miliki. Tidak adanya buku atau modul yang pasti di dalam proses pembelajaran dan kekurangan mereka dalam mendengar, peneliti merancang satu set materi pembelajaran untuk siswa kelas 1 SMPLB B Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk.
Penelitian ini dilaksanakan untuk menjawab dua masalah penelitian: (1) Bagaimana satu set materi pembelajaran untuk siswa kelas 1 SMPLB B Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk? dan (2) Seperti apakah materi pembelajaran untuk siswa kelas 1 SMPLB B Karnnamanohara Yogyakarta dengan menggunakan teori kecerdasan majemuk tersebut?
Untuk menjawab pertanyaan penelitian yang pertama, peneliti menggunakan Research and Development (R&D) atau model penelitian dan pengembangan milik Bord dan Gall, serta mengadaptasi model instruksi pembelajaran dari Kemp. Ada lima langkah dari R&D yang digunakan dalam penelitian ini. Kelima langkah tersebut adalah (1) penelitian dan pengumpulan data, (2) perencanaan, (3) pengembangan materi awal, (4) pengujian awal di lapangan, dan (5) revisi materi. Semua langkah tersebut lalu digabungkan dengan model rancangan pembelajaran milik Kemp.
Untuk menjawab pertanyaan penelitian yang kedua, peneliti menyajikan versi akhir materi pembelajaran. Unit-unitnya yaitu Go Shopping, Throw out Your Rubbish Here!, Congratulations!, dan My Timetable. Materi pembelajaran terdiri dari empat unit. Setiap unitnya dibagi menjadi enam latihan. Latihan-latihannya adalah Vocabulary World, Fun Reading, Let’s Build Words, See and Repeat, Fun Practice, dan I Did It!
Berdasarkan dari hasil evaluasi yang dilakukan dengan cara membagikan kuesioner penilaian kepada tiga responden, hasilnya menunjukkan bila nilai tengah dari setiap pernyataan berkisar antara 3 sampai 3.7 dari skala 4. Ini artinya materi pembelajaran tersebut cocok dan dapat diterima untuk digunakan dan diterapkan bagi siswa kelas 1 SMPLB B Karnnamanohara Yogyakarta. Peneliti berharap materi pembelajaran tersebut dapat memberikan kontribusi terhadap guru, siswa dan peneliti yang tertarik untuk meneliti bidang ini lebih lanjut.
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ACKNOWLEDGEMENTS
I am so lucky to be surrounded by many lovely people who contributed to the completion of my undergraduate thesis. First and foremost, I would like to thank my Saviour Jesus Christ and Mother Mary for Their unconditional love and strength to pass my difficult time, for Their blessing and guidance in every step of the way.
My sincere gratitude goes to my advisor Ms. Made Frida Yulia, S.Pd. M.Pd. for her advice and kind attention during the writing process of this undergraduate thesis. I would like to express my gratitude to the headmaster of SMPLB B Karnnamanohara Yogyakarta, Ibu Sri Kumowarti, S.Pd., who gave me a permission to conduct my research at the school.
I also thank Bapak Himawan Cahyadi, S.Pd. and Bapak Trisno Handoko Sigit (as the teacher of the English lesson) for their time, guidance, help, and advices. A special thank also goes to the first graders of SMPLB B Karnnamnohara Yogyakarta of 2011/2012 academic year for their cooperation, time, and spirit. It filled me with gratitude to design a set of materials for such an eager and inspiring group of students.
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I am so thankful to Robet Koyanmar, who took time from his otherwise already-packed schedule to draw the illustrations for the materials. I owe a great deal to Ms. Christina Kristiyani, S.Pd., M.Pd. and Mbak Anastasia Kiki Widiantari, S.Pd. for evaluating the designed materials. Their assessments, comments, and suggestions are very useful for the improvement of them.
I also owe my most sincere gratitude to some helpful people. I thank
Martinus Frederic Ezerman, for buying me the books from abroad, for the sharing, the suggestions, and the support. The books are very beneficial to me since they supply some theories related to my study. My appreciation also goes to
Miss Silvia Rehulina Ginting, S.Pd. M.S.Ed., Sister Margaret O’Donohue FCJ, and Miss Adesti Komalasari, S.Pd, M.A. for helping and spending their time to proofread my thesis, Ibu Kun Herrini for the sharing about what the theory of multiple intelligences is in details and for lending me a useful book. My thankfulness is also addressed to Mbak Danniek and Mbak Tari for helping and guiding me in the academic process.
My special gratitude goes to my dear friends who color my life with their different ways, especially during my hardship. I do really appreciate my friends
Sance, Widi, Bretya, Wendy, Hedwig, Deny, Fendi, Martha, Oca, Kania, Uci, and Ajeng for the help, discussion, and supports.
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I thank all of the volunteers and the children of Yayasan Sosial Soegijopranoto, Pingit for the joy that really helps me to reduce my boredom, especially to Frater Atma for supporting and helping me in many ways and
Frater Koko, who lent me his unused modem to find some supporting data online. Finally I thank those who cannot be mentioned here, for their indirect and direct help and contribution to finishing my thesis in their own ways.
Glorya Rosario Putri
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ………... iv
STATEMENT OF WORK’S ORIGINALITY... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xvii
LIST OF FIGURE ... xviii
LIST OF APPENDICES ... xix
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Problem ... 4
C. Problem Limitation ... 5
D. Research Objectives ... 5
E. Research Benefits ... 6
F. Definition of Terms ... 6
xiii
1. Kemps’ Instructional Design Model ... 9
2. Instructional Materials ……… 13
3. The Theory of Multiple Intelligences ... 14
a. Kinds of Intelligences ………. 15
b. Teaching and Learning through Multiple Intelligences ……… 19
c. Multiple Intelligences for Students with Special Needs ……….. 20
4. Hearing Impairment ... 21
a. Definition of Hearing Impairment ………….. 21
b. Classification of Hearing Impairment ……… 22
c. Characteristics of Hearing-Impaired Students ………. 25
5. School - Based Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP) ... 27
6. Junior High School for Exceptional Students or SMPLB ... 28
B. Theoretical Framework ... 29
CHAPTER III. METHODOLOGY A. Research Method ... 34
B. Research Setting ... 36
C. Research Participants ... 37
xiv
2. Participants of the Post-Design Study ……….., 37
D. Instruments and Data Gathering Technique ... 38
1. Instruments of the Pre-Design Study ………… 38
a. Questionnaire ………. 38
b. Observation Form ……….…. 39
c. Interview ……… 39
2. Instruments of the Post-Design Study ……….. 40
E. Data Analysis Technique ... 40
1. Data from the Questionnaire ………. 41
2. Data from the Interview ……… 42
3. Data from the Observation ……… 42
F. Research Procedure ... 42
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Elaboration of the Steps of the Researcher’s Model to Design Instructional Materials for the first Graders of SMPLB B Karnnamanohara Yogyakarta Using the Theory of Multiple Intelligences ..…….. 45
1. The Results of Research and Information Collecting ……….. 46
a. The Questionnaire Results ……….. 46
b. The Observation Results ………. 47
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2) The 2ndObservation ……….. 49
c. The Interview Results ……….... 50
2. The Results of Planning ………... 54
a. Determining Goals, Listing Topics, and Stating General Purposes ……… 54
b. Specifying Learning Objectives …………. 56
c. Listing the Subject Content ……… 58
d. Selecting Teaching-Learning Activities and Resources ……… 60
3. The Results of Developing Preliminary Form of Product ……….. 62
4. The Results of Preliminary Field Testing ……. 62
a. Description of the Participants ……… 63
b. Data Description ………. 64
5. The Results of Main product Revision ………. 68
B. The Presentation of the Designed Materials ……... 70
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 73
B. Recommendations ... 75
1. For the English Teacher of SMPLB B Karnnamanohara Yogyakarta ………. 76
xvi
REFERENCES ... 77 APPENDICES ... 80
xvii
LIST OF TABLES
Table Page
3.1 Description of Four Points of Agreement ………. 41
4.1 The Four Dominant Intelligences in the First Graders of SMPLB B Karnnamanohara Yogyakarta ……….. 47
4.2 The Goal and General Purposes of the Designed Materials ………….. 55
4.3 The List of the Topics and the Titles in Each Unit ……… 56
4.4 The Learning Indicators ………. 57
4.5 The Description of the Respondents’ Background ………. 64
xviii
LIST OF FIGURE
Table Page
xix
LIST OF APPENDICES
Table Page
A. The Letter of Permission ……….………..…..…..… 81
B. The Questionnaire of Multiple Intelligences …………...………. 84
C. The Observation Form ……….. 88
D. The Interview Guide ………. 91
E. The Post-Design Questionnaire ……… 95
F. The Descriptive Statistics of the Participants’ Opinion on the Designed Materials ………...… 100
G. The Model Unit of the Designed Materials ………. 103
H. The Student’s Book ………. 105
1
CHAPTER 1
INTRODUCTION
In this chapter, the researcher would like to present research background, problem formulation, problem limitations, research objectives, research benefits, and definition of terms.
A. Research Background
Nowadays, learning English for children becomes a trend in the educational field because many parents consider that in this globalisation era English is important to be mastered. Apart from school, parents usually will send their children to study English in an English course in order to make them more fluent in English. It shows how it is important for everyone to master English nowadays. Children with hearing impairment are no exception. Hearing-impaired students also have the same right to learn English as early as possible. They have an opportunity to master everything, including English, just the same as ordinary students do. Their parents also have the same wish like other parents whose children have good hearing. They want to give an education as good as possible in order to make their children attain a better life in the future. In this case, teachers participate to contribute for a brighter future for them.
students is challenging, not only teaching English but also all lessons. It is because the methodand the media used in the learning process are different from those used for teaching ordinary students. The activities and the materials should be compatible with their hearing ability.Teachers should accomodate their needs of learning by using appropriate methods, materials, and even media that will be helpful.
Unfortunately, in SMPLB B Karnnamanohara Yogyakarta there are no any certain books or modules used in the learning process. The materials are prepared by the English teacher every week. It means that the teacher can make different materials for the students each year. This problem can affect the quality of the materials given to the first grade students in this school. By considering this problem, the researcher tries to design materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligence.
Fierros (2004) agrees that MI theory is applicable for teaching students with special needs. It is because MI theory helps teachers, students and parents to realize that there are multiple ways to learn and that they themselves possess multiple types of intellectual strengths and life skills, increase students’ confidence and enthusiasm for learning, improves students’ academic achievement, changes teachers’ perceptions of their students’ learning abilities,
Howard Gardner, in his book titled Intelligence Reframed: Multiple Intelligences for the 21st Century (1999), explains about what the theory of
multiple intelligences is:
The theory of multiple intelligences is a theory which combines some intelligences in a learning process. There are eight intelligences which can be developed. These are linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence and naturalistic intelligence (pp. 41-43).
The difficulty in their hearing ability encourages the researcher to develop a set of instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta through their other strengths. According to Dee Dickinson (1996),
when children have an opportunity to learn through their strengths, they may become more successful in learning. Every child has many ways to be smart. It can be through words, numbers, pictures, music, physical expressions, nature experience, social interaction, and self understanding. Therefore, it is possible for a teacher to accomodate every lesson to all the intelligences and learning styles of the students (Brualdi, 1998).
Hallahan and Kauffman (1982) in Exceptional Children Introduction to Special Education states the result of nonverbal IQ test to hearing-impaired
students:
Then, the researcher carried out an observation in SMPLB B Karnnamanohara Yogyakarta to prove this study. The results of the observation
are that the first graders of this school are able to follow the learning process as well as the ordinary students are. They can draw beautiful pictures, make handicafts, and also sing some songs although their pronunciation is not really clear. It shows that their intelligences can develop although they find it hard to hear and speak.
By developing the materials, the researcher hopes it can facilitate the students to learn English with better materials and give them more chances to develop their intelligences through fun English learning. In order to find the appropriateness of the materials, the teacher in that school shall try to deliver the materials to the students. Then, if they are not appropriate, the reasearcher will improve them. The appropriate materials can be applied in the classroom.
B. Research Problem
There are two problems to be discussed in this study. They are formulated as follows.
1. How is a set of English instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligences
designed?
C. Problem Limitations
The scope of this study is limited into three things. First, the researcher focuses on designing materials for the first graders of SMPLB B Karnnamanohara Yogyakarta. The researcher chooses this school because this school is much more
developed than other schools of hearing-impaired students. This can be seen from the teaching method which is applied and the facilities in this school. The second one, the researcher also chooses the first graders of SMPLB B Karnnamanohara Yogyakarta because there is only one class for secondary level in this school. In
2011/2012 academic year, the time when the researcher conducts the research, the students are in the first grade. The third is this study uses the eight intelligences which are stated by Gardner (1983). These are linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence.
D. Research Objectives
The objectives of the research are formulated as follows.
1. To develop a set of English instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple
intelligences.
E. Research Benefits
The result of this study, hopefully, will give some beneficial contribution to teach English to hearing-impaired students. The benefits of the research are decribed as follows.
1. For Hearing-Impaired Students
This study is to help the hearing-impaired students to learn English with the appropriate materials. It also hopes to contribute to the development of children’s intelligences through fun learning.
2. For Teachers of Hearing-Impaired Students
The researcher expects that this study can be one of the recommended materials for the teachers of hearing-impaired students in their teaching. This study focuses on first grade teachers of SMPLB B Karnnamanohara Yogyakarta.
3. For Future Researchers
This study aims to give future researchers an overview of multiple intelligence-based teaching. This study can be one of the references for them in developing their teaching materials. Hopefully, they can also develop the materials based on multiple intelligences for hearing-impaired students into a better one.
F. Definition of Terms
1. Design
Designing means creating a new set of materials that fits the learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1987: 106). In this study, the researcher develops a set of English instructional materials based on the theory of multiple intelligences for the first graders of SMPLB B Karnnamanohara Yogyakarta.
2. Instructional Material
Hutchinson and Walters (1987) found instructional material is a set of units that are used by teachers and learners as the focus of the discussion in teaching-learning process and to provide stimulus learning (p. 107). In this study, instructional materials are the materials containing instructions in each section. They direct teachers and learners to do the activities in each unit. The instructional materials given to the students of SMPLB B Karnnamnohara Yogyakarta as the task are based on the theory of multiple intelligences by Howard Gardner (1983).
3. Multiple Intelligences
Intelligence is the ability to solve problems that one encounters in real life, the ability to generate new problems to solve, and also the ability to make something or offer a service that is valued within one’s culture (Gardner, 1983).
4. SMPLB B
According to Pedoman Administrasi Sekolah Menengah Pertama Luar Biasa (2006):
SMPLB is an elementary level specializing in students with physical, emotional, mental, social handicap and/or special gift. Furthermore, special education aims to help physical, emotional, mental, social handicap and/or special gift to develop their attitudes, abilities, and skills both as personal or members of society in communicating with social, cultural, and natural aspects, as well as developing their abilities in working world or joining more advance level of education (p. 7).
The research is conducted in a junior high school for hearing-impaired students or usually called as SMPLB B. They are the first graders of junior high school students of SMPLB B Kannamanohara Yogyakarta. Their ages range from thirteen to fifteen years old. SMPLB B Kannamanohara (Karnna = ear, Manohara =beautify) is one of the special schools for hearing-impaired students in Yogyakarta. This school serves hearing-impaired students from preschool, kindergarten, and elementary students.
5. Hearing Impairment
Hearing impairment is best defined as a lack or reduction in the ability to hear clearly due to a problem somewhere in the hearing mechanism. In 1982, Hallahan and Kauffman explained if “children who cannot hear sounds at or above a certain intensity (loudness) level are classified as deaf; others are considered hard of hearing” (pp. 232-233). The first graders of SMPLB B Karnnamanohara Yogyakarta are classified into the second category, which is
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two parts, namely theoretical description and theoretical framework. In the theoretical description, the researcher discusses about some theories which support this study. The relationship between the theories mentioned in the theoretical description as the basis of designing the instructional materials for the first graders of SMPLB B Karnnamanohara Yogyakarta using the theory of multiple intelligences with the designed materials
are expound in the theoretical framework.
A.Theoretical Description
There are several theories discussed here, among others are Kemp’s instructional design model, instructional materials, the theory of multiple intelligences, hearing impairment, school-based curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), and junior high school for students with special needs
or SMPLB.
1. Kemps’ Instructional Design Model
a. Determining the Goals, Topics, and General Purposes
In making the design, the researcher should consider what goal to be accomplished in each topic, choose the topics, and list the general purpose. The general purpose means that the students generally are expected to learn as a result of instruction. The topics are usually sequenced according to a logical organization, most often from simple or concrete levels to complex and more abstract levels (pp. 13-15).
b. Identifying Learners’ Characteristics
In order to assure an individual’s success in his or her educational
program, the researcher should recognize and respect the student as an individual learner by obtaining their capabilities, needs and interests. Much of this information can be obtained from observation, questionnaire, interview and tests (pp. 18-19).
c. Specifying Learning Objectives
affective domain involves objectives concerning attitudes, appreciations, values, and all emotion; like enjoying, conserving, respecting, and so on (pp. 23-27).
d. Listing Subject Content
A student’s learning experiences must involve subject content and the
content must closely relate to the objectives and to the student’s needs. Subject content comprises the selection and organization of the specific knowledge like facts and information, skills; such as step-by-step procedures, conditions, and requirements, and attitudinal factors of any topic (pp. 43-44).
e. Developing Pre-Assessment
This part finds out to what extent each student has acquired the necessary prerequisite for studying the topic and what the students may have already mastered about the subject to be studied (p. 51). According to Kemp, pre-assessment can be done by two kinds of tests. They are prerequisite test and pretesting. Prerequisite test determines whether students have the appropriate background preparation for the topic. Pretesting determines which of the objectives students may already have achieved. The result of pre-assesment may also affect instructional planning (pp. 50-52).
f. Selecting Teaching-Learning Activities and Resources
g. Coordinating Support Services
This part deals with listing and searching for the services that are required to implement the design. It includes funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan. It is
2. Instructional Materials
Driscoll states that instruction is the deliberate arrangement of learning conditions to promote the attainment of some intended goal (as cited in Newbie et al., 2000, p. 14). Besides, Smith and Ragan describe designing instruction as the process of translating principles of learning and instruction into plans for instructional materials and activities (as cited in Newbie et al., 2000, p. 15). The emphasis is on creating a plan for developing instructional materials that increase an individuals’ learning (p.15). In Materials Development in Language Teaching book (1998) by Tomlinson there is an explanation about the definition of materials and the examples of them.
Materials are anything which is used to help to teach language learners. They can be in a form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which presents of informs about the language being learned (p. xi).
Ecker et al. (2002) conclude that instructional materials are those items such as books, other printed matter, video and audio recordings, and computer software, which are used as part of the instructional process (p. 2).
should be followed by collocation activities and others to help the learners’ access in
gaining the meaning of words (p. 134). Adding writing activity is also good for the
students because according to Larsen-Freeman (2000) writing activity can give students
an opportunity to express their ideas and opinions (p. 126). The last is conducting follow-up. The functions of follow-up are to elicit feedback from the students about their experience, to provide feedback to the students on how they had done, to correct errors that the teacher might have noticed in the course of instructional sequences, and to get students to reflect on the tasks and engage in self-evaluation (p. 11). In developing materials for hearing impaired students, the designers were proposed to:
a. Break up long sentences.
b. Reduce difficult vocabulary load. c. Reduce concept density.
d. Make meaning and application absolutely clear. e. Use context as a memory aid.
f. For a new term, repeat the word numerous times in a variety of contexts. g. Avoid passive voice verbs.
h. Avoid negative forms of verbs and other expressions of negation. (http://www.as.wvu.edu/~scidis/hearing, retrieved March 11th, 2012).
3. The Theory of Multiple Intelligences
the ability to solve problems or to create products that are valued within one or more cultural settings (p. 33). Armstrong (2009) adds that some people appear to possess extremely high levels of functioning in all or most of the eight intelligences. But other people, such as certain severely impaired individuals in institutions for the developmentally disabled, appear to lack all but the most rudimentary aspects of the intelligences. Most of us fall somewhere in between these two poles-being highly developed in some intelligences, modestly developed in others, and relatively underdeveloped in the rest (p. 15). According to Armstrong (1993) as quoted by Trevino (n.d.) in her paper entitled Multiple Intelligence as a Tool for Improving Student Achievement, Gardner believed that
every person has all of these intelligences, some dominant and some weak, usually 2-4 dominant forms and 2-4 weak ones (p. 52). Kinds of intelligences developed by Gardner and teaching and learning through multiple intelligences are explained as follows.
a. Kinds of Intelligences
Gardner proposes the existence of seven separate human intelligences. The first two are linguistic and logical mathematical intelligences. These intelligences are the ones that have typically been valued in school. There are also some intelligences particularly notable in the arts, though each can be put to many other uses. The intelligences are musical intelligence, bodily-kinesthetic intelligence, and spatial intelligence. The last two are the intelligences related to the personal
Century, Gardner adds more intelligences, such as naturalistic intelligence,
spiritual intelligence, and existential intelligence. Gardner states that his mission by adding more intelligences aimed to explore a new the process of identifying an intelligence and to voice his reservations about extending the concept in less secure directions (p. 47). A brief description of the eight intelligences are explained as follows.
1) Linguistic Intelligence
Linguistic intelligence involves sensivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. Lawyers, speakers, writers, poets are among the people with high linguistic intelligence (p. 41).
2) Logical – mathematical intelligence
According to Gardner, logical–mathematical intelligence involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Mathematicians, logicians, and scientists exploit logical mathematical intelligences (p. 42). Alvis et al. (2011) conclude that people with this intelligence like to do things with data; they see patterns and relationship. Mathematical problems and strategy games, such as checkers and chess becomes one of the interesting activites for them (p. 5).
3) Musical Intelligence
Gardner has described what the musical intelligence is and the relationship between musical intelligence and language.
almost parallel structurally to linguistic intelligence, and it makes neither scientific nor logical sense to call one (usually linguistic) an intelligence and the other (usually musical) a talent (p. 42).
Campbell et al. (2003) add that the students with hard-of-hearing and deaf have the potential to develop his or her musical abilities; it is composing instrument (p. 130).
4) Visual - Spatial Intelligence
According to Gardner, spatial intelligence features the potential to recognize and manipulate the patterns of wide space, for instance, those used by navigators and pilots, as well as the patterns of more confined areas (p. 42). Alvis et al. (2011) try to explain the characteristics of someone with this intelligence.
People with this kind of intelligence tend to think in pictures and learn best from visual presentations, such as movies, pictures, videos, and demonstrations using model and props. They like to draw and paint, or sculpt their ideas, and represent moods and feelings through art. They are good at reading maps and diagrams and they enjoy solving mazes and putting together jigsaw puzzles (p. 5).
Campbell et al. (2004) state that interest and excitement in learning materials can be generated by the visual alteration of color, shape, and imagery. Color is an important component of visual thinking (p. 112).
5) Bodily-Kinesthetic Intelligence
Gardner states that bodily-kinesthetic intelligence entails the potentials of using one’s whole body or parts of the body, the hand or the mouth, to solve or
people they are talking to. They enjoy doing physical activities and sports of all kinds (p. 6).
6) Interpersonal Intelligence
Interpersonal intelligence denotes a person’s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others (p. 43). According to Alvis et al. (2011), the people with this kind of intelligence enjoy working in groups, learn while interacting and cooperating, an often serve as mediators in case of disputes, both in a school situation and at home (p. 6). Campbell et al. (2004) add more that it is important to ask the students to provide everyone with an opportunity to talk. When one student is speaking, others cannot interrupt (p. 158). The students also should be helped to consider multiple perspectives in their interactions with others (p. 168).
7) Intrapersonal Intelligence
8) Naturalistic Intelligence
The importance of a naturalistic intelligence is well established in evolutionary history, where the survival of an organism has depended on its ability to discriminate among similar species, avoiding some, such as predators, and ferreting out others (for pray or play) (p. 49). Campbell et al. (2004) explains that it is unnecessary to assume that naturalist environment is limited to something “out there” or the world of nature. Instead, by broadening our concept of
environment we can approach the connectedness of things (p. 223). According to Edward T. Clark (1991), when environment is understood as the entire context of our lives, as the interconnectedness among biology, technology, and culture, then environmental education must be seen as the larger picture that gives meaning to all studies (as cited in Campbell et al., 2004, p. 223).
b. Teaching and Learning Through Multiple Intelligences
Jane Arnold and Ma Carmen Fonseca (2004) note that learning activities which are varied so that at least some of them relate to the learner’s strength will
be more likely to be appraised positively. It is because they will be more comfortable and thus more pleasant, they will be within the learner’s coping
Self-esteem and Learning in the Classroom, Fleetham tries to explain the concept of
multiple intelligences (2006):
Multiple intelligence theory is used to enhance and diversify how topics and concepts are approached. Students are given opportunities to access and understand material, as well as to demonstrate their understanding, in ways that align with their areas of strength and interest (p. 100).
He also adds that creative problem solving with multiple intelligences can be used to introduce, consolidate or review learning in any topic and for any age group (p. 110).
In learning language, Jane Arnold and Ma Carmen Fonseca (2004) state that the multiple intelligence theory instructional perspective proposes developing learners’ verbal linguistic intelligence in a foreign or second language. It can be
favoured by using a variety of learning tasks which call upon diverse intelligences. Both of them also explain the involvement of linguistic intelligence with language learning and other intelligences.
The teacher offers a choice of task, not to teach specific intelligences but to give learners the opportunity of apprehending information in their preferred way, as well as to promote the development of their other intelligences. We will now consider briefly how the verbal linguistic intelligence involved in foreign or second language learning can be supported by the other intelligence frameworks developed by Gardner (p. 126).
c. Multiple Intelligences for Students with Special Needs
This also supported by Armstrong’s opinion (2008) which states that using
MI theory as a backdrop, educators can begin to perceive children with special needs as whole persons possessing strengths in many intelligences areas. Specifically, there is a research by Taclawan (2010) entitled Correlation of Multiple Intelligence and Academic Performance of Students with Visual and
Hearing Impairments, concludes the effect of the implementation of multiple
intelligences theory to the students with visual and hearing impairment:
The multiple intelligences manifested by the students with visual and hearing impairments are good potentials for development in relation to the different learning areas especially when these are honed. The average academic performance of the students with visual and hearing impairments proves that there is a chance for them to improve and to achieve higher academic performance when sufficient support services are rendered. Both the students with visual and hearing impairments perform satisfactorily in their academic performance. The multiple intelligences manifested by the students with visual and hearing impairments have varied effect on their academic performance (http://dspace.slu.edu.ph/handle/123456789/353. Retrieved April 11th, 2012).
4. Hearing Impairment
This part explains the theories related to this research. The theories are about the definition of hearing impairment, the classification of hearing impairment, and the characteristics of students with hearing impairment.
a. Definition of Hearing Impairment
by many governments and organizations. WHO, as cited in UNESCO Bangkok booklet (2009), states the definition of impairment, disability, and handicap as the following. Impairment defines as any temporary or permanent loss or abnormality of a body structure or function, whether physiological or psychological. An impairment is a disturbance affecting functions that can be mental; such as in memory, consciousness or sensory, internal function like in heart or kidney, or external function like in head, trunk or limbs (p. 6).
Disability is a restriction or inability to perform an activity in the manner or within the range considered normal for human being, mostly resulting from impairment. Handicap is the result of an impairment or disabilty that limits or prevents the fulfilment of one or several roles regarded as normal, depending on age, sex, social, and cultural factors (p. 6). Hearing impairment is a broad term used to describe the complete or partial loss hearing. Further, hearing impairment is divided into two kinds; they are hard of hearing or partial loss of hearing, and deafness or complete loss of hearing (p. 27).
b.Classification of Hearing Impairment
In UNESCO Bangkok booklet (2009), the classification of hearing impairment is divided into six categories. They are explained as follows.
1) Mild (16-35 dB/decibel).
academically and socially in their peer group. The students may or may not need hearing aids (p. 166). UNESCO Bangkok also adds that the student in this category is likely to experience some difficulties with communication as well as in general education (p. 37).
2) Moderate (36-50 dB).
Based on the research which collected by UNESCO Bangkok, the students in moderate category will understand conversational speech at a distance of one to two meters. The hearing aid is helpful for the students because it enables them to hear and discriminate all sounds. Without hearing aid, the students may miss 50% to 100% of speech signals. Hardman et al. (1981) further explain that communication with the students in this category will become more difficult when the number of people increases or the background noises become louder. The students need a moderate amount of extra work, both at school and home, to build and language structure (p. 166).
3) Moderate/severe (51-70dB).
According to UNESCO Bangkok (2009), a 55 dB hearing loss can mean that 100% of speech signals are missed. Conversation must be very clear and loud to be heard without hearing aid. The development of spoken language will be delayed and the ability to understand speech will be reduced without intervention and hearing aid (p. 37).
4) Severe (71-90 dB).
language are involved. The students can hear some vowels and environmental sound, but have trouble with consonants, especially true of breath sound (p, t, k, f) and high frequency consonants (s, sh, ch, z). Some students will probably have difficulty in large groups and discussions. Conversations will be understood only if they are directed right at them (p. 166).
5) Profound (91dB or greater).
Hardman et al. (1981) explain that the students with profound hearing loss have such severe hearing impairments that they are limited in processing language, and thus in educational performance. The students with profound hearing loss are divided into two kinds. The first is the students who are born profoundly deaf or congenitally deaf. They may have severe reading problems and limited language. Second, the students who become deaf through accident or illness after having heard normally, usually called as adventitiously deaf or deafened. These students, having previously learned language, may not present the same teaching problems as the congenitally deaf. If the hearing loss has been gradually getting worse and comes after the students can already read, the language and reading problems will probably be minimal (p. 167).
6) Unilateral Hearing Loss (UHL) or hearing loss only one.
experience few, if any, barriers to learning, development and participation, while others are much more affected. Little is known why some children are affected and others are not. If the hearing loss is complete, this is also referred to as single-sided deafness (SSD) (p. 38).
c. Characteristics of Hearing-Impaired Students
Hallahan and Kauffman (1978) state that there are some believe that language and cognitive development go hand in hand. Others, however, hold that the intellectual abilities of deaf and normal children are equal, though it is acknowledged that a child’s use of his or her mental capacities varies. It is also
supported by a statement from UNESCO Bangkok which stated that a child who is hard of hearing may also need more time to learn than other children, as s/he will not always be able to hear the teacher’s voice and what other children talk about in the classroom. Therefore, much of the information given during the lessons will be lost (p. 41). Due to their lack of hearing ability, the students with hearing impairment have “second languages” to communicate with others. They
are speech reading or lip reading, sign language, and finger spelling.
learning skills and strategies so that his/her speech and language abilities can be strengthened gradually (http://www.edb.gov.hk, retrieved March 13th, 2012).
Hardman et al. (1981) also explain the characteristics the hearing-impaired students in their book entitled What Will We Do in the Morning? The Exceptional Student in the Regular Classroom. They inform that the hearing-impaired students
may face the frustation of inconsistent goals, sometimes not set high enough. These children feel the stresses of isolation if they cannot comunicate easily. If the hearing loss is severe, they may lack manners and social niceties because they do not understand what is being said (p. 171). Lack of attention also becomes one of the hearing-impaired students’ characteristics. One of most typical characteristics of hearing impaired includes the fact that a sufferer does not pay attention to what is being said. This may make it appear like the sufferer is absent minded or inattentive; however, it is only a manifestation of one of several characteristics of hearing impaired (www.chikymiky.com, retrieved February 12th, 2012). According to a journal by the state of Queensland (Department of Education) entitled Teacher Aides Working with Students with Disabilities: Hearing Impairment (1998), deaf or hearing impairment students are individuals who have
an amazing array of talents, skills, knowledge, and experiences. Deaf or hearing-impaired students have a full range of interests and abilities (p. 26).
Hardman et al. (1981) give some general recommendation in teaching the students with hearing impairment related to this research, they are:
words and concepts they already know. Use pictures and secure objects themselves when possible. Create opportunities to say the word. Create the opportunities to write the word. Act out the experiences using the word (p. 178).
2. Use diagrams, graphs, and visual representation to reinforce ideas where possible (p. 179).
5. School - Based Curriculum or Kurikulum Tingkat Satuan Pendidikan
(KTSP)
Based on Badan Standar Nasional Pendidikan (2006), school-based curriculum is defined as an operational curriculum which is arranged as the guideline in learning activities and conducted in every educational level. Teachers can develop the standar competence and basic competence based on the characteristics of the students. Teachers also have authority to develop syllabus and lesson plan, and to design the appropriate activities for the learners.
However, the curriculum of junior high school for hearing-impaired students is different from the common schools. Here is the explanation of the curriculum of junior high school for hearing-impaired students or SMPLB B:
the students reach these levels of literacy. The substances of cases are accordance with the basic competences and competence standards (para. 5).
6. Junior High School for Exceptional Students or SMPLB
In their book Exceptional Children: Introduction to Special Education (2nd ed.), Hallahan and Kauffman (1982) propose that exceptional children are those
who require special education and related services if they are to realize their full human potential. They require special education because they are markedly different from most children. Special education is meant as specially designed instruction which meets the uniques need of an exceptional child are required in special education. Special materials, teaching techniques, equipment, and/or facilities in this school may be required (p. 4).
In Indonesia, the special school for exceptional children is called SMPLB. Pedoman Administrasi Sekolah Menengah Pertama Luar Biasa (2006) defines
SMPLB as the basic level of education; it is the continuation of primary school
Many kinds of schools for exceptional children and they have their own label. In this research, the school meant is the school for hearing-impaired students and it uses label B or SMPLB B.
B. Theoretical Framework
In designing the materials, the researcher adopts Kemp’s instructional model because the steps are specific enough for the researcher to design the materials. The adapted steps are stated as follows:
Step 1. Identifying Learner’s Characteristics
Kemp’s instructional model also considers about the learners’
characteristics. In this step, the researcher obtains the information about the first graders of SMPLB B Karnnamanohara’s capabilities, needs, and interest. Therefore, the considerations about the learners’ characteristics are important because this research is conducted in junior high school for hearing impairment students. To obtain the information about their characteristics, the researcher will interview the English teacher of SMPLB B Karnnamanohara Yogyakarta. Besides, this research uses multiple intelligences as the basic theory in designing the materials. The questionnaire of multiple intelligences is distributed to identify the strongest intelligences in the students.
Step 2. Determining the Goals, Topics, and General Purposes
impairment to improve their interest and academic performance in English through multiple intelligences.
Step 3. Specifying Learning Objectives
In this step, the researcher states what she wants to teach. It helps the researcher to know the outcome of the topics by the first graders of SMPLB B Karnnamanohara Yogyakarta. However, the researcher lists the learning objectives by considering the students’ ability and characteristics. At the end of
the learning process, the students are expected to have better understanding of English. To help them to understand the materials, the researcher uses their interests as the ways to deliver the materials. The theory of multiple intelligences accommodates the researcher to design materials through their interest. It is hoped the students’ confidence and motivation will increase when students are able to
understand English more easily.
Step 4. Listing Subject Content
through their visualization. The materials provide many pictures to help them to absorb the knowledge more easily.
Step 5. Selecting Teaching Learning Activities and Resources
The selection of the teaching learning activities is adjusted with the students’ characteristics, the intelligences that existed in the students, and the four
skills. The researcher chooses interesting activities to attract their interest in learning English. The idea of attracting the students’ interest fits with the concept of the multiple intelligence theory. The theory of multiple intelligences gives opportunities for the students to understand materials through their strength and interest. After distributing the questionnaire multiple intelligences, the researcher will find the intelligences that existed in the students. The teaching learning activities used in the designed materials are based on the results of multiple intelligence questionnaire and also the four skills. Musical intelligence is one of the intelligences suggested by Gardner. In developing the English materials in this research, musical intelligence is omitted. It is because the researcher thinks this intelligence is not appropriate for the students with hearing impairment. The reason is because one of the activities used in learning a language through musical intelligence is identifying lyrics. It will be difficult for the students with hearing impairment to activities through musical intelligence.
Step 6. Conducting evaluation
intelligences in the class and the four skills. It also helps the researcher to know whether the objectives have been achieved. The feedback and suggestions are obtained from an English teacher who had taught in SMPLB B Karnnamanohara Yogyakarta, a teacher who is teaching English in SMPLB B Karnnamanohara
Yogyakarta, and a lecturer of the English Language Education Study Program of
Sanata Dharma University.
Step 7. Revision
The feedback and suggestion from the ex-English teacher, the teacher and the lecturer are used to employ some improvement for the designed materials. The revision is hoped to make the materials better and easier to be understood by the students.
In this research, the design instructional materials are made for the students with hearing impairment. They are the first graders of SMPLB B Karnnamanohara Yogyakarta. These students have different ability in their
Therefore, the researcher thinks that the theory of multiple intelligences is appropriate as the basic theory in designing materials for the first graders of SMPLB B Karnnamanohara Yogyakarta. This theory does not only offer fun activities in learning and understanding a topic but also strengthens the students’
interest, ability, or skill. There are eight intelligences proposed by Gardner that exist in every human. They are linguistic intelligence, logical-mathematical intelligence, musical intelligence, spatial-visual intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence. In this research, English materials are going to be designed by the researcher. According to the theory that has been explained in theoretical description, learning language is included into linguistic intelligence. To support the developing of their linguistic intelligence, the other intelligences are used to be the aspects of delivering materials.
Another reason for designing materials for the first graders of SMPLB B Karnnamanohara Yogyakarta is because the teacher just uses some English books
34
CHAPTER III
METHODOLOGY
This chapter discusses the methodology of the research which covers research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
There were two questions to be answered in this study as stated in the problem formulation. In order to answer those questions, the researcher used Research and Development method (R & D). In their book, Educational Research: An Introduction, Borg and Gall (1983) state that educational research
research only these five steps would be explained below.
1. Research and Information Collecting
Borg and Gall (1983) highlighted the importance of collecting sufficient information in the design preparation process:
Research and information collecting was necessary to provide the writer with sufficient information and knowledge that were relevant to the designed material. It was the preparation before the writer started the design process. It included literature review and information gathering about what was needed in relation of kinds of the instructional material that were expected to develop (pp. 776-777).
In order to support this study, the researcher needed some information about the characteristics of the learners, learners’ performance of intelligences, and
appropriate kinds of learning activities for young learners especially for students with special needs.
2. Planning
In the planning process, the researcher formulated the goal, general purposes and learning objectives into a lesson plan and designed suitable activities to support the materials. This was done based on the characteristics of the learners and their learning needs, which was a collection of information from questionnaires, observations, and interview.
3. Developing Preliminary Form of Product
4. Preliminary Field Testing
In this step, the researcher would obtain some evaluation from the teacher who taught English in SMPLB B Karnnamanohara Yogyakarta, the ex-English teacher of SMPLB B Karnnamanohara Yogyakarta, and a lecturer of the English Language Education Study Program of Sanata Dharma University. According to Borg and Gall (1983), after the process of developing preliminary form of the materials is accomplished, the next step is evaluating the designed materials (p. 781). This step was conducted to obtain information needed to make some improvements on the designed materials. This step would help the researcher to find the appropriateness of the materials for the students.
5. Main Product Revision
After obtaining feedback from the teacher of SMPLB B Karnnamanohara Yogyakarta, the ex-English teacher of SMPLB B Karnnamanohara Yogyakarta,
and the lecturer of the English Language Education Study Program of Sanata Dharma University about the designed materials then the researcher revised them. Based on Borg and Gall (1983), materials revisions are carried out to guarantee the attainment of the predetermined objectives (p. 783).
B. Research Setting
which is called as SMPLB B Karnnamanohara Yogyakarta, from January to June 2012.
C. Research Participants
In this study, the participants were divided into two groups. The first was the participants involved in the pre-design study and the second one was the participants involved in the post-design study.
1. Participants of the Pre-Design Study
In the pre-design study, the respondents were the first graders of SMPLB B Karnnamanohara Yogyakarta in 2011/2012 academic year and the teacher who
taught English in SMPLB B Karnnamanohara Yogyakarta. In the class, the students, who consisted of two girls and four boys, would fill the questionnaire of multiple intelligences. The researcher also tried to analyze the students’ needs by interviewing the teacher.
2. Participants of the Post-Design Study
In the post-design study, the researcher used questionnaires to acquire the comments, feedback, and suggestions about the materials. There were three participants in this step. The two participants were the teacher of SMPLB B Karnnamanohara and the ex-English teacher of SMPLB B Karnnamanohara Yogyakarta. It was important to ask their opinion because they had more
experience in teaching the first graders of SMPLB B Karnnamanohara Yogyakarta. It helped them to know whether the materials were appropriate to the
English Language Education Study Program of Sanata Dharma University. Participants’ comments, feedback, and evaluation were invaluable in revising and
improving the designed set of materials.
D. Instruments and Data Gathering Technique
The data for this research would be gathered using four kinds of instruments which divided into two parts. They were instruments of the pre-design study and the post-design study. The instruments of the pre-design study aimed to obtain some information for the needs analysis while the instruments of post-design study aimed to evaluate the post-designed materials.
1. Instruments of the Pre-Design Study
In this pre-design study, the researcher involved three kinds of instruments. They were interview, questionnaire, and observation form.
a. Questionnaire
Borg and Gall (2007) noted that questionnaires are printed forms that ask the same questions of all individuals in the sample and for which respondents record their answers in verbal form (p. 228). The pre-design questionnaire used in this research was multiple intelligence questionnaire. In order to find the intelligences used in the process of designing the materials, the researcher distributed the questionnaire of multiple intelligences to the students of SMPLB B Karnnamanohara Yogyakarta. The content of the multiple intelligence
to the chairperson of SMPLB B Karnnamanohara Yogyakarta. Its purpose was to make sure that the students could understand the meaning of each item and they would not be confused to answer them. The researcher chose the chairperson of the school to check it because he knew well about the students’ characteristics and
their academic development generally. Because of the hearing impairment that the students had, the researcher was helped by the teacher who taught English and the chairperson of SMPLB B Karnnamanohara Yogyakarta in conducting this instrument.
b. Observation Form
Through this instrument, the researcher aimed to know more about the teaching learning process in the first grade class of SMPLB B Karnnamanohara Yogyakarta. Ary, D., Jacobs, L. C., Razavieh, A. (1979) stated that an observation
was a way of gathering data by carefully watching and recording something to gain a complete description of behaviour in specific natural setting (pp. 430-431). The researcher would observe some aspects in the class. They were the learning activities, the teaching materials used in the learning process, the students’ difficulties in understanding the materials explained by the teacher, and the students’ difficulties in doing the exercises. The researcher could know the
difficulty level and decide the proper activities for the students in designing the materials by observing them. The observation would be conducted two times.
c. Interview
interviewer and oral responses given by the research participants (p. 228). The interview was used to ask the teacher who taught English in SMPLB B Karnnamanohara Yogyakarta. The teacher were asked five topics which consisted
of thirteen questions. They were about English lesson in this school, the materials and the activities used in the learning process, the students’ difficulties in learning
English, the teaching techniques usually used by the teacher, and the kinds of activities usually given to the students. The researcher also would ask some questions related to the observation results. It helped the researcher to design the suitable materials. The interview was categorized as the unstructured interview.
2. Instruments of the Post-Design Study
In the post-design study, the questionnaire was employed to evaluate the materials. The questionnaire was employed to gain feedbacks, comments, and suggestions from the teacher who taught English in SMPLB B Karnnamanohara Yogyakarta, the ex-English teacher of SMPLB B Karnnamanohara Yogyakarta and a lecturer of the English Language Education Study Program of Sanata Dharma University. The evaluation questionnaire was distributed to them and attached with the designed materials developed by the researcher. The feedbacks, comments, and suggestions would be considered to revise the designed materials.
E. Data Analysis Technique
questionnaire and post-design questionnaire used to gather the data. The data was analyzed as follows.
1. Data from the Questionnaire
The researcher employed closed-ended questions in both pre-design and post-design questionnaires. Brown and Rodgers (2004) explained that closed-ended questionnaires were expressed using some points of agreement (p. 120). There were four points of agreement in the closed-ended questionnaires used in this research. The description of four points of agreement was presented in Table 3.1.
Table 3.1 Description of Four Points of Agreement
Point of Agreement Meaning
1 Strongly Disagree
2 Disagree
3 Agree
4 Strongly Agree
